第二部分回顾了国内外语言学习焦虑的相关研究；
The second part reviews the previous studies in this regard at home and abroad.
第二部分我们回顾了与第二语言学习焦虑相关的研究。
In the second part, we review the literature of the anxiety associated with learning a second language.
语言学习焦虑感是存在于第二语言学习者当中相当普遍的现象。
Foreign language anxiety is a phenomenon commonly existing among foreign language learners.
相对于西方国家在语言学习焦虑方面丰富的研究成果，我国远远落在后面。
Although anxiety research has achieved rich results and is very mature in western countries, studies on foreign language learning anxiety have far fallen behind in China.
然而，以往的许多有关语言学习焦虑的研究并没有对语言焦虑的作用得出一致的结论。
However, many previous researches in foreign language learning anxiety haven't come to any unanimous conclusion toward the effects of language anxiety.
本研究发现，在英语学习中，蒙古族大学生英语初学者确实存在不同程度的语言学习焦虑；
The author of this study has found that among Mongolian speaking ethnic college students as English beginners, there do exist different English language anxiety levels.
尽管有关语言学习焦虑和外语合作学习策略的研究非常丰富，有关于这两个因素相互关系的研究却比较少。
Despite the rich researches on both foreign language learning anxiety and use of cooperative learning, studies concerning the relationship between the two factors are relatively scarce.
相反，过度害羞心理、内向性格、过度焦虑和胆怯心理及消极的情感态度则影响语言学习。
On the contrary, excessive shyness, introversion, excessive anxiety and negative affect influent the language study.
本文就诸如焦虑、自信心等情感因素如何影响第二语言学习进行了分析。
This essay aims to make an analysis of how such affective factors as anxiety and confidence affect second language learning.
然而，中国至今还没有关于外语焦虑和语言学习策略的使用之间关系的实证研究。
So far, however, no empirical research has been done to investigate the relationship between foreign language anxiety and language learning strategy use in China.
既然语言焦虑与语言学习呈负相关，焦虑的根源已经找到，那么为了降低学生的语言焦虑，必须采取一定的策略。
Since the language anxiety is negatively correlated to language learning and the sources have been sought out, in order to reduce the learners' language anxiety, certain strategies should be adopted.
在语言学习上，动机和态度常常与被称之为疑虑或恐惧的焦虑联系在一起。
In language learning, motivation and attitudes are related to anxiety defined as a state of apprehension, a vague fear.
通过文献综述研究者发现，大部分研究把重心放在宽泛的外语焦虑感，忽略了与各种语言学习技能相关的焦虑情绪。
Through literature review, the researcher finds that most studies have focused on general foreign language anxiety, neglecting the dimensions of language-skill specific anxieties.
在语言学习和教学过程中，学习者的焦虑已经被认为是语言学习的一个主要障碍。
Learning anxiety has been deemed as a main obstacle for students when in the process of language learning and teaching.
课堂焦虑按其对第二语言学习的影响可分为两种：退缩性焦虑和促进性焦虑。
Class anxiety can be cut into two kinds concerning the relation between anxiety and English class teaching: facilitating anxiety and debilitating anxiety.
外语学习焦虑是阻碍有效语言学习的主要因素。
Language learning anxiety is the main factor holding back effective language learning.
语言焦虑是在语言学习过程中产生的一种复杂心理现象。
Language anxiety as a complicated mental phenomenon specific to language learning has consequently drawn more and more concern.
语言焦虑影响第二语言学习。
本文首先总结了文献中提出的语言焦虑六大来源，然后讨论了中文第二语言学习中特有的语言焦虑来源。
The current paper summarizes six common sources of language anxiety from previous literature and also discusses the sources particularly relevant to learning Mandarin as a second language.
本文首先总结了文献中提出的语言焦虑六大来源，然后讨论了中文第二语言学习中特有的语言焦虑来源。
The current paper summarizes six common sources of language anxiety from previous literature and also discusses the sources particularly relevant to learning Mandarin as a second language.
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